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Pembridge, James Joseph. "Mentoring in Engineering Capstone Design Courses: Beliefs and Practices across Disciplines." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29516.
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Capstone courses provide senior students in engineering with a culminating experiential learning environment, allowing them to apply the knowledge they have developed throughout their undergraduate education. Through anecdotal descriptions of the course, faculty roles have been classified as mentoring. Yet, there have been few systematic and empirical studies that aid in the exploration of the pedagogy and its effectiveness. This study used Kramâ s model of mentoring as a lens to explore mentoring in the capstone course more systematically. In addition, the learning theories that support project-based learning provided additional understanding into the functions and practices that faculty mentors use to support the studentsâ career and psychosocial development.
This study used a sequential mixed methods design to explore the prominent mentoring functions seen in engineering capstone courses, identify the factors related to those mentoring functions, and analyze how the functions are related to perceived learning outcomes. Data collection included a survey of 491 capstone faculty, interviews of 25 survey respondents using the critical decision method, and a survey of 139 students of the interviewees. Quantitative data analysis included the calculation of descriptive statistics for the faculty and student survey item responses as well as a correlation analyses between the items representing mentoring functions and items representing factors of mentoring. Qualitative analysis involved a phenomenological analysis of the data through the coding of interview responses using Kramâ s mentoring functions as a framework.
Findings identified the mentoring practices associated with the career development and psychosocial functions. Additional findings indicated that: 1) challenging assignments, protection, and acceptance-and-confirmation are the dominant functions, 2) faculty background is a potential important factor of mentoring, whereas institutional and department demographics are negligible, and 3) most learning outcomes are associated with challenging assignments, with the exception of ethical understanding, which is developed through coaching, counseling, and role modeling.
The findings resulted in the development of a model of capstone mentoring. The model provides a holistic, research-based view of the role that faculty assume when mentoring capstone students. While this study did not systematically prove the modelâ s effect on student learning, positive effects are supported by both student self-reports and learning theories associated with project-based learning. As such, the model can be used as a general guide for the development of pedagogical skills and assessment of teaching practices in project-based capstone courses.<br>Ph. D.
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Coyote, Ruthann Theresa. "The Relevance of Career Aspirations for Transfer Students Persisting in Science, Technology, Engineering and Math Disciplines." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301682.
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This qualitative study utilizes data acquired from interviews with 18 community college transfer students in Science, Technology, Engineering and Math (STEM) majors and 7 university staff people who work in direct student services with this student population. This study explores the experiences of transfer students in STEM majors regarding what influenced their college persistence, particularly the relevance of STEM career aspirations. Students report their experiences of social and academic integration after transfer; the phenomenon of transfer shock is also explored and incorporated. Institutional policies such as articulation agreements are considered. Implications for student services practice and future research are presented.
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Wilson, Jessica Alyce. ""Ain't I a woman?": Black Women Negotiate and Resist Systemic Oppression in Undergraduate Engineering and Mathematics Disciplines." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7248.
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In this inquiry I used Black Feminist Thought as the interpretive lens to investigate the characterizations and experiences of high achieving Black women undergraduate engineering and mathematics majors at a predominantly white institution. The qualitative inquiry considered intersecting oppressions to evaluate the experiences of this population. In particular, Black women operate in the intersection of race and gender, thus for a thorough analysis of their engineering and mathematics experiences to occur, the historical context of the United States and its oppressive structures must be considered. Stereotypes and systemic oppression follow this socially constructed identity as the participants enter the fields of engineering and mathematics as Black women. In order to develop relevant suggestions to increase the participation of this population in the field, I assert that the social construction of this intersectional identity must be considered.
I evaluated the participants' experiences to determine its influence on their academic persistence and overall well-being. I implemented sista circle methodology, an ethnographic method that embodies a gender specific research methodology. Sista circle methodology expands beyond traditional methodology to draw on social relations, the wisdom of Black women in U.S. context, and functions as a medium for mentorship as a Black feminist practice. The data I collected as part of this study included a demographic survey, pre-interview, two sista circles, vision board collage, post-sista circle electronic reflection, "sista circle" alternative interview, and member checking.
There were five participants in this study, and three of these participants engaged in the sista circle unity getaway and the remaining two participants completed the sista circle alternative interview. I analyzed the responses of all five participants in the interviews and sista circles to identify themes that emerged in this study. Eight themes emerged from the data: The first finding presented normalized policies and practices that reproduced an unwelcoming academic climate and specifically, 1) access to caring professors and the 2) competitive isolating environment. The academic climate forced the participants to negotiate self-doubt as they question if their program is the appropriate means to pursue their future career endeavors, in the second finding the participants experienced 3) variations in program expectations and reality, 4) a shift in academic self-concept, and 5) negotiated alternatives to persistence. In the third finding the participants responded to the conditions in the academic climate through forms of resistance, which include the construction of a 6) professional persona, 7) sense of community and peer bonds, and identifying 8) academic opportunities as motivational tools.
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Harrison, John. "From the constructs and methods of the philosophers to a model for improved discourse between disciplines." Master's thesis, Faculty of Engineering and the Built Environment, 2020. http://hdl.handle.net/11427/32265.
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We have problem areas which are beyond the scope of a discipline, but we are generally educated in just a single discipline. I explored our philosophy of work to see how we became disciplinary, where the disciplines came from, what philosophy underlies our way of working, and what philosophy underpins work that is beyond the scope of a discipline. The underlying philosophy leads to the research question. My hypothesis is that a systems engineer can create a model which networks the disciplines using constructs from philosophy, the tiers of disciplines in transdisciplinarity, and systemic and holistic thinking. This will provide a way of working on problem situations which transgress the boundary of a discipline. Using constructs from philosophy, the methods of the philosophers, hermeneutics, systems thinking and soft systems methodology I proceeded to create a conceptual model and showed conceptual examples of how to use the model. The client for the model is the interdisciplinary researcher who is seeking a way of working to manage problem areas that transgress disciplinary boundaries. The recommendation is made for using critical, systemic and holistic thinking and a network model of disciplines to manage our approach to problem situations which are beyond the scope of a discipline. The model is developed in the incremental sequence: disciplinary, multidisciplinary, interdisciplinary, transdisciplinary and gets as far as catering for tiers of disciplines (one aspect of the large and complex field of transdisciplinarity). Therefore, the model is suitable for interdisciplinary research, but can be developed further in future projects. The importance of the model is that it provides a practical way of working to manage problem situations which transgress disciplinary boundaries whilst accessing the expertise of disciplined practitioners. The model can find wide applicability. It is not necessary for the user of the model to be comfortable with the abstract philosophy used to create it. Users will need the will for uncoerced mutual understanding or free communication, along with their disciplinary expertise. The reader of the dissertation however should be comfortable with abstractions such as ideas about reality and actuality, form and class, subject and object, truth and justice, truthfulness and functional fit. Future work may reduce the method to practice in the academy and extend the method to bridging silos in learning organisations in the workplace. The work was conducted independently, and an original model was created.
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Alkhasawneh, Ruba. "Developing a Hybrid Model to Predict Student First Year Retention and Academic Success in STEM Disciplines Using Neural Networks." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2570.
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Understanding the reasoning behind the low enrollment and retention rates of Underrepresented Minority (URM) students (African Americans, Hispanic Americans, and Native Americans) in the disciplines of science, technology, engineering, and mathematics (STEM) has concerned many researchers for decades. Numerous studies have used traditional statistical methods to identify factors that affect and predict student retention. Recently, researchers have relied on using data mining techniques for modeling student retention in higher education [1]. This research has used neural networks for performance modeling in order to obtain an adequate understanding of factors related to first year academic success and retention of URM at Virginia Commonwealth University. This research used feed forward back-propagation architecture for modeling. The student retention model was developed based on fall to fall retention in STEM majors. The overall freshman year GPA was used to model student academic success. Each model was built in two different ways: the first was built using all available student inputs, and the second using an optimized subset of student inputs. The optimized subset of the most relevant features that comes with the student, such as demographic attributes, high school rank, and SAT test scores was formed using genetic algorithms. A further step towards understanding the retention of URM groups in STEM fields was taken by conducting a series of focus groups with participants of an intervention program at VCU. Focus groups were designed to elicit responses from participants for identifying factors that affect their retention the most and provide more knowledge about their first year experiences, academically and socially. Results of the genetic algorithm and focus groups were incorporated into building a hybrid model using the most relevant student inputs. The developed hybrid model is shown to be a valuable tool in analyzing and predicting student academic success and retention. In particular, we have shown that identifying the most relevant student inputs from the student’s perspective can be incorporated with quantitative methodologies to build a tool that can be used and interpreted effectively by people who are related to the field of STEM retention and education. Further, the hybrid model performed comparable to the model developed using the optimized set of inputs that resulted from the genetic algorithm. The GPA prediction hybrid model was tested to determine how well it would predict the GPA for all students, majority students and URM students. The root mean squared error (RMSE) on a 4.0 scale was 0.45 for all students, 0.47 for majority students, and 0.45 for URM students. The hybrid retention model was able to predict student retention correctly for 74% of all students, 79% of majority students and 60% of URM students. The hybrid model’s accuracy was increased 3% compared to the model which used the optimized set of inputs.
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Ekoniak, Michael Roman III. "Practice and Efficacy of Peer Writing Feedback in a Large First-Year Engineering Course." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95551.
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Engineering educators and industry professionals recognize the need for graduates to be effective communicators, yet the effective teaching of communication remains a persistent contemporary issue, with studies continuing to indicate that engineering graduates are insufficiently prepared for workplace communication. Despite compelling arguments that that writing should be treated as a situated activity, writing instruction is often separated from content instruction within engineering curricula. Even when they are integrated, it is often in a way does not optimally support improvement of students' writing skills. Writing studies scholarship identifies best practices that include treating writing as a process, with pedagogy that includes writing and revising drafts based on feedback and revision. However, writing assignments in engineering courses often not process-oriented.
Challenges in addressing this problem include epistemology (i.e. instructors believe that learning to write and learning to engineer are separate skills), self-efficacy (i.e. instructors not feeling qualified to effectively provide feedback or writing instruction), and resources (i.e. inclusion of feedback and revision is unfeasible within key constraints of many engineering courses – limited instructor time and large student-faculty ratios).
A potential solution is to use peer feedback, where students provide each other feedback on drafts, which can support a process approach while addressing these challenges. Research outside engineering has demonstrated that peer feedback can be as or more effective than instructor feedback; to bring that work into engineering, this study examines peer feedback in the context of a first-year engineering course through a quasi-experimental intervention in which feedback and revision were incorporated into an existing assignment using several variations of peer feedback. Interventions included two types of feedback training as well as feedback from single peers and multiple peers.
Results support peer feedback in this context: it was statistically indistinguishable from instructor feedback when students were given sufficient instruction. Feedback from multiple peers, in fact was more effective than instructor feedback in improving writing quality, and in-class instruction was more effective than a handout only in helping students provide effective feedback. However, some general feedback recommendations – notably that readerly feedback should be encouraged directive feedback discouraged – were not supported. While writing studies literature encourages feedback that takes the position of the reader, readerly peer feedback reduced revision quality in this study. Directive feedback, on the other hand, caused improvements in writing quality, supporting previous hypotheses that the tightly-constrained genres in which engineers write justify more use of directive feedback.<br>Ph. D.
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Rocheleau, Suzanne Elyse Harvey Francis Dr. "Effect of non-cognitive and social environmental factors on the retention of under-represented minority students in engineering and technology-related disciplines /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/337.
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Ancar, LeQuetia Natasha. "Social and academic factors of success and retention for students of color at a predominantly white institution in agricultural and engineering based disciplines." [Ames, Iowa : Iowa State University], 2008.
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Pinto, Gabriela Ribeiro Peixoto Rezende. "Disciplinas humanísticas na formação do engenheiro: fatores de resistência dos estudantes e estratégia educacional para a sua motivação." reponame:Repositório Institucional da UFBA, 2010. http://www.repositorio.ufba.br/ri/handle/ri/10176.
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Previous issue date: 2010<br>Este trabalho objetiva incitar discentes que participam do processo de formação em engenharia a refletirem sobre a importância de se dedicarem às disciplinas que são ofertadas para tratar de temas humanísticos, relacionados aos desafios do cidadão na sociedade contemporânea, como a desigualdade social e outros que vêm sendo potencializados pelo desenvolvimento tecnológico e pela globalização, como a fragilização da relação face a face, o aumento do consumismo, a reconfiguração das cidades, a insegurança e o medo no cotidiano, os danos à saúde, etc. Quando começamos a participar dos encontros da disciplina EXA 829 – Tópicos de Formação Humanística (EXA 829 – TFH), ofertada para os estudantes do curso de Engenharia de Computação (ECOMP), da Universidade Estadual de Feira de Santana (UEFS), demo-nos conta de que há algo particular no ser humano: a vontade, pois tais disciplinas são resistidas por alguns deles. Procuramos, então, compreender sob a perspectiva da Psicanálise o que é o processo de resistência, que fatores impactam, de forma negativa, na freqüência e participação dos estudantes e no seu potencial de aprendizagem. Para nos auxiliar na pesquisa, baseamo-nos na metodologia de Pesquisa-Ação, uma pesquisa social que é concebida e realizada em estreita associação com uma ação ou com a resolução de um problema coletivo. Para o levantamento de informações utilizamos a observação participante, a pesquisa bibliográfica, documental e questionários. Por meio do método de Análise Contrastiva, contrastamos o que foi observado durante os encontros com os estudantes, assim como o que foi lido a partir dos diários reflexivos escritos por eles, com o que foi encontrado nas obras de autores que pensam sobre temas co-relacionados. Verificamos que essa resistência é algo antigo e complexo. Um dos motivos de resistência mais citados pelos estudantes está relacionado com a forma como o pensamento ocidental foi organizado, ao longo da história da humanidade, que refletiu na maneira como os currículos foram sendo articulados. A própria tradição informa sobre como os engenheiros são preparados para a vida em sociedade: por meio de uma formação fortemente baseada em conhecimentos técnico-científicos, em outras palavras, houve uma supervalorização do conhecimento técnico-científico. Além disso, constatamos que há alguns fatores inerentes ao próprio processo educacional, que no caso de ECOMP está diretamente relacionado ao método Problem Based Learning (PBL), utilizado pela comunidade; e outros fatores de caráter político, social, cultural, biológico e psicológico também influenciam na motivação dos estudantes. Ponderando a vontade, alteramos a forma de trabalhar, a fim de motivá-los a apreenderem e refletirem sobre os temas previstos e a freqüentarem e participarem dos encontros. Neste sentido, reunimos os passos do ciclo PBL, a espiral de conhecimento de Nonaka e Takeuchi, problemas, filmes e músicas, chuva de conceitos, mapas conceituais, ontologias e softwares em uma estratégia educacional que denominamos Problem Based Learning Knowledge Building (PBL-KB), e a interpretamos a partir da perspectiva da complexidade. Após o acompanhamento de 5 turmas, três da disciplina EXA 829 - TFH e duas de EXA 890 – Ética em Computação, ofertada com o intuito de ampliarmos as discussões sobre os temas humanísticos na comunidade, observamos que os recursos selecionados e a estratégia adotada contribuíram para: (re)valorização e a aprendizagem dos temas humanísticos; desenvolvimento do pensamento sistêmico-local-crítico-reflexivo; potencialização da capacidade comunicacional; fortalecimento do princípio de prazer; reflexões sobre a ética; integração de saberes técnico-humanísticos; desenvolvimento da autonomia e da capacidade de trabalhar coletivamente; além de motivar os estudantes a freqüentarem e participarem do curso. Uma vez que os estudantes se motivaram na disciplina, percebemos esses espaços de aprendizagem se transformarem em locais de produção e apreensão de conhecimentos para a transformação da realidade local. Verificamos, assim, que é preciso que se cuide da formação técnico-científica, contudo, que a subjetividade humana é complexa em si mesma e necessita de uma formação mais ampla.<br>Salvador
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Murray, Tylar. "Towards Computational Human Behavior Modeling for Just-in-Time Adaptive Interventions." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6546.
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The advent of powerful wearable devices and smartphones has enabled a new generation of “in-the-wild” user studies, adaptive behavioral intervention strategies, and context measurement. Though numerous proof-of-concept studies continue to push the limitations of what a behavioral scientist can do with these technologies, there remains a major methodological roadblock separating behavioral theory and application. Avatar-user interaction theory, for example, is not well defined in its formulation, and thus guidelines for intervention designers depend on heuristic methods and designer intuition. Computational modeling has been slow to move into behavioral science in general, but a growing population of behavioral scientists recognize this shortcoming and are eager to apply new technology to their work. In order to help close this disciplinary rift between systems engineers and behavioral scientists, human-computer interaction principles must be applied to make the seemingly inaccessible “magic” of modeling and simulation techniques accessible to behavioral scientists. Thus, this dissertation presents formative work to help bring engineering methodology to human behavior modeling and simulation.
Using theories of avatar-user interaction theory, physical activity regulation, and “information overload” as applications to drive toolkit design, usability considerations and interface needed to connect behavioral scientists with dynamical systems modeling are explored. A number of challenges unique to the modeling of human behavior and quirks of extant modeling efforts in behavioral science mean that existing modeling tools do not satisfy the needs of the community, and a novel design to address these shortcomings is presented.
Exploration of the fundamental design questions which arise from application of engineering principles to this unique problem will produce quality publications in software engineering, HCI, and behavioral science. Furthermore, both the “behaviorSim” toolkit and the innovative inclusion of modeling and simulation represent significant contributions to the development and application of human behavioral theory.
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Sim, Tze Ying [Verfasser]. "Effectiveness of the methods for engineering courses in a large non-homogenous class setting : With regards to the specific disciplines - Computer Science and Mechatronics in learning Embedded System / Tze Ying Sim." Kassel : Kassel University Press, 2010. http://d-nb.info/1016969791/34.
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Oliveira, Nanci de. "Um estudo exploratório do impacto do desempenho de alunos em disciplinas básicas no curso de Engenharia Elétrica da Escola Politécnica da Universidade de São Paulo." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/3/3142/tde-12072017-095941/.
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Nos últimos anos, há uma crescente preocupação com o ensino de engenharia, no Brasil e no mundo. Um dos problemas dos cursos são as disciplinas do Ciclo Básico, que são muito teóricas e fora do contexto dos futuros engenheiros. O objetivo deste trabalho é estabelecer e caracterizar correlações entre disciplinas básicas do curso de Engenharia Elétrica, da Escola Politécnica da Universidade de São Paulo, tendo como referência a Estrutura Curricular vigente no período de 2000 a 2010. Para este estudo, foi realizada uma revisão da literatura, abordando-se fatos históricos no ensino de engenharia, na Europa e no Brasil, bem como um levantamento e estudo do programa de ensino, de gabaritos e provas das disciplinas escolhidas para essa pesquisa. Foram identificados conteúdos e/ou habilidades que caracterizam as correlações, verificando a importância deles para o desenvolvimento das disciplinas. Entre os resultados deste estudo, propõe-se um Projeto Integrador como alternativa para a melhoria do desempenho acadêmico dos estudantes considerados de alto risco, de forma a possibilitar a compreensão de correlações entre disciplinas, promovendo a interdisciplinaridade e a articulação de conhecimentos em cada semestre letivo trabalhado. Entre as conclusões, destaca-se a importância de os docentes do Ciclo Básico e do Ciclo Profissionalizante abrirem amplo debate, para que se estabeleça conexões importantes entre as disciplinas do curso, de forma a possibilitar a amenização dos problemas do Ciclo Básico de cursos de engenharia.<br>In recent years, there is growing concern with on the teaching of engineering in Brazil and world. One of the problems of the courses is the disciplines of the Basic Cycle, which are very theoretical and out of the context of the future engineers. The objective of this work is to establish and characterize correlations between basic disciplines of the Electrical Engineering course, at the Polytechnic School of University of São Paulo, with reference to the Curricular Structure from 2000 to 2010. For this study, a literature review was made, approaching historical facts in engineering education, in Europe and Brazil, as well as a survey and study of the teaching program, templates and tests of the disciplines chosen for this research. Content and/or skills that characterize the correlations were identified, verifying their importance for the development of the disciplines. Among the results of this study, we propose an Integrator Project as an alternative to improve the academic performance of students considered to be high-risk, as way of allow the understanding of correlations between disciplines, promoting the interdisciplinarity and the articulation of knowledge in each academic semester worked. Among the conclusions, stands out the importance of the teachers of Basic Cycle and Vocational Cycle opening a wide debate, to establishing important connections between the course materials, as way of make it possible to soften the problems of the Basic Cycle of engineering courses.
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Aboulezz, Mohamed A. "Mapping the construction engineering and management discipline." Link to electronic thesis, 2003. http://www.wpi.edu/Pubs/ETD/Available/etd-0210103-120659.
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Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: Discipline mapping; Construction engineering and management; Bibliometric study; JME; Research methods. Includes bibliographical references (p.88-91).
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Pettersson, Alexander, and Moritz Kuhleber. "Analys av informationsflödet under projekteringsfasen." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20616.
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Byggbranschen växer i en otrolig fart och på grund av byggbranschens stora framgång växer även konkurrensen mellan företagen vilket leder till att dessa strävar efter en ökad produktivitet. Tidigare undersökningar visar att det finns stor potential till att effektivisera informationsflödet under projekteringsfasen eftersom all information inte passerar genom projektportalen då det fortfarande används mejl och muntliga avtal. Därför är syftet med fallstudien att kartlägga informationsflödet mellan discipliner under bygghandlingsfasen för att analysera och identifiera de problem som finns. Till problemen presenteras verifierade lösningsförslag. För att utföra arbetet besvarades frågorna på hur ser informationsflödet ut i bygghandlingsfasen för sjukhusprojekt, vilka filformat med tillhörande program krävs samt hur kan informationsflödet förbättras? För att samla in informationen till arbetet användes fallstudie, intervjuer och litteraturstudie. Litteraturstudie har använts för att komplettera fallstudien och informationen som gavs av intervjuerna. Intervjuerna genomfördes med discipliner som är aktiva under bygghandlingsfasen. Fallstudien genomfördes genom analysering av en loggbok från en projektportal för sjukhusprojekt.Genom att ta fram och analysera ett generaliserat informationsflöde av sjukhusprojekt har man kommit fram till att discipliner är väldigt beroende av varandras arbete. Vidare orsakar konverteringar till IFC i många fall förluster av information i form av geometrier och areor. Genom att studera informationsflödet mer grundligt kom man fram till att projektportalen används i stor utsträckning till alla filer i sjukhusprojekt. Dock är antalet filer som hanteras väldigt många till antalet vilket gör det svårt för disciplinerna att hantera. Vidare såg man också att BIM-manualen är ett styrande dokument i sjukhusprojekt men läses och följs ändå inte i vissa fall.Sammanfattningsvis kom man fram till att den absolut största orsaken till problem i informationsflödet är människan eftersom många av problemen uppstår när en aktör av misstag gör något fel.<br>With the construction industry's great success lately, competition between the companies is also growing, which means that these aim at increased productivity. Therefore, one of the most important decisions to make in a construction project is how the information will flow between all involved parties. The purpose of this case study was to analyse and map information flow between disciplines during the design phase. Identified problems were verified and suggestions for improvements were made. A case study was used to understand which files were used in hospital projects. Interviews were performed to get information from individual discipline’s perspectives regarding information flow. In order to use relevant facts in the work, a literature study was carried out. The study concluded that converting a file can result in information losses of geometries, drawing layers and intelligent connections between objects. Most used file formats were IFC, RVT and DWG. Also, the information flow and dependencies between disciplines has been illustrated. This can cause faults with usage of different coordinates. Furthermore, many files are being uploaded to the project portal which in many cases results in difficulties with file management.
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Dall'Acqua, Nicolo. "Analysis and reconstruction of head kinematics during accidents in fast alpine skiing disciplines : Experimental research about the accuracy and drawbacks associated with a video analysis tool." Thesis, KTH, Skolan för kemi, bioteknologi och hälsa (CBH), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302561.
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Head injuries caused by impacts are among the most critical and dangerous types of accidents that can occur while practising sports. Alpine skiing is one of the activities with the highest incidence of head injuries. Over the years, specific regulations have been introduced to protect athletes where possible, but the perception is that the level of protection needed to manage the forces to which they are exposed has yet to be achieved. This thesis project aims to examine video sequences of accidents in alpine ski competitions (Giant Slalom, Super-G, Downhill, Ski Cross) to better understand the translational violence exerted on the head during impacts. After an in-depth analysis, it was shown that, in at least 41% of the videos investigated, the translational impact speeds exceeded the standards adopted in helmet certifications by 44.3% and 52.2%, respectively. Besides, in 60% of these accidents, the blow was located on the upper semicircle of the helmet, which is believed to be due to the ever-increasing use of airbags for the torso.<br>Huvudskador orsakade av slag är bland den alvarligaste typen av olyckor som kan inträffa vid utövande av idrott. Alpin skidåkning är en av de sporter med den högsta förekomsten av skador på huvudet. Under årens lopp har särskilda regler införts för att skydda atleterna där så är möjligt, men uppfattningen är att den skyddsnivå som krävs för att hantera de krafter åkarna utsätts för ännu inte har uppnåtts. Detta examensarbete syftar göra videoanalys på olyckor vid alpina skidtävlingar (Storslalom, Super-G, Störtlopp, Ski Cross) för att bättre förstå translationsvåldet mot huvudet vid olyckor. Efter en djupgående analys visades att i minst 41% av de undersökta fallen översteg translationshastigheten de hastigheter som används vid hjälmcertifieringar med 44.3% respektive 52.2%. För 60% av olyckorna skedde slaget högt upp på bakre delen av hjälmen, något som tros bero på den ökande användningen av krockkuddar för torso.
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Canova, Jorge Sebastião. "Desenvolvimento e implementação de um modelo para disciplinas introdutórias em engenharia elétrica." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/18/18133/tde-25072016-150842/.
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Neste trabalho são apresentadas o desenvolvimento e a implementação de um modelo para disciplinas introdutórias em engenharia elétrica fundamentadas em duas partes básicas. A primeira parte refere-se a um estudo pedagógico, no qual foram estudados alguns conceitos básicos de pedagogia, teorias de aprendizagem, vantagens de aprendizagem cooperativa, estilos de aprendizagem e ensino e cuidados a serem considerados ao elaborar-se uma disciplina. A segunda parte refere-se a um estudo sobre a experiência de outros educadores em disciplinas introdutórias, verificando-se as principais características, o conteúdo, os recursos utilizados, as pessoas envolvidas e os resultados alcançados com estas disciplinas. A partir destes estudos foi proposto um modelo para uma disciplina introdutória em engenharia elétrica, com o objetivo de motivar e preparar o calouro para o curso de engenharia, o mercado de trabalho e a sociedade, dentro do atual mundo globalizado. Um exemplo de implementação do modelo proposto foi a reestruturação da disciplina introdutória SEL-300 - Informação profissional em engenharia elétrica, do curso de engenharia elétrica da EESC - Escola de Engenharia de São Carlos, da USP - Universidade de São Paulo. Os resultados obtidos com esta experiência indicaram ser um modelo adequado para uma disciplina introdutória. Detalhes como conteúdo, recursos utilizados, pessoas envolvidas e resultados deste exemplo também são apresentados.<br>In this work we present the design and implementation of a model for electrical engineering introductory disciplines based on two basic parts. First one refers to a pedagogical study, in which some pedagogy basic concepts were studied, learning theories, cooperative learning advantages, learning and teaching styles and care in discipline preparation. Second refers to a study over other educators experience in introductory disciplines, checking for its main characteristics, the contents, used resources, people involved and obtained results. From these studies a model for introductory disciplines in electrical engineering was proposed, with the objective of motivating and preparing the new student for the engineering course, professional work and society considering the modern globalization. One example of proposed model was the implementation of SEL-300 introductory discipline structure - professional information in electrical engineering, from electrical engineering course of Escola de Engenharia de São Carlos, University of São Paulo. Obtained results from this experience indicated the model to be adequate for introductory disciplines. Details as contents, used resources, involved people and this example results are presented.
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Aoumeur, Nasreddine [Verfasser]. "On the Stepwise and Disciplined Engineering of Adaptive Service-Oriented Applications / Nasreddine Aoumeur." Aachen : Shaker, 2018. http://d-nb.info/118659036X/34.
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Mertens, Benjamin. "Bringing 3D and quantitative data in flexible endoscopy." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209275.
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In a near future, the computation power will be widely used in endoscopy rooms. It will enable the augmented reality already implemented in some surgery. Before reaching this, a preliminary step is the development of a 3D reconstruction endoscope. In addition to that, endoscopists suffer from a lack of quantitative data to evaluate dimensions and distances, notably for the polyp size measurement.<p>In this thesis, a contribution to more a robust 3D reconstruction endoscopic device is proposed. Structured light technique is used and implemented using a diffractive optical element. Two patterns are developed and compared: the first is based on the spatial-neighbourhood coding strategy, the second on the direct-coding strategy. The latter is implemented on a diffractive optical element and used in an endoscopic 3D reconstruction device. It is tested in several conditions and shows excellent quantitative results but the robustness against bad visual conditions (occlusions, liquids, specular reflection,) must be improved. <p>Based on this technology, an endoscopic ruler is developed. It is dedicated to answer endoscopists lack of measurement system. The pattern is simplified to a single line to be more robust. Quantitative data show a sub-pixel accuracy and the device is robust in all tested cases. The system has then been validated with a gastroenterologist to measure polyps. Compared to literature in this field, this device performs better and is more accurate.<br>Doctorat en Sciences de l'ingénieur<br>info:eu-repo/semantics/nonPublished
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Gorman, Sharon. "Peering into the culture of a civil engineering discipline and finding the white rabbit." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621094.
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<p> The representation of female students and students of color within the civil engineering discipline has been relatively stagnant during the last thirty years. <i>Leaky pipeline</i> approaches attempt to provide measures or programs that try to reduce the exiting of female students or students of color without necessarily addressing the social complexities of the environment itself. This ethnographically informed case study provides an explanation of social complexities that may prevent female students and students of color from fully fitting inside their civil engineering discipline. </p><p> Specifically, this study explored how female students and students of color navigated their civil engineering discipline as juniors or seniors at a medium-sized public university in the United States Southwest. During 2013, five staff members (all female) and eight students—both male and female—were interviewed. In addition, the researcher observed two upper division classes for a month and half, three times a week. The researcher also observed public spaces inside the engineering building. Finally, the researcher reviewed and analyzed public websites, syllabi, degree progression plans, and newsletters to further support findings. </p><p> Using a Grounded Theory approach and informed by critical and post-structural feminist and race theory, the researcher adapted a Grounded Theory Paradigm Model (Strauss & Corbin, 1990) to expose contradictions for explaining the social complexities of the context. The researcher found that students who identified outside the dominant white male role saw nuances of the context because of their Border Identities. Border identities, which evolved as a result of students coming from a different ethnicity, community background, and gender, allowed contradictions to be exposed and examined. As a result, the researcher discovered that highly regulatory educational contexts such as a civil engineering discipline support rituals leading to professionalization of students (in this case, as future engineers). Professionalization, which espouses values of sameness as related to the individual, in fact penalizes "the different." Through the professionalization of students, values of hard work, productivity, meritocracy, and effort intend to homogenize the experience of civil engineering students across the board, despite differences of identity, in order to maintain and preserve the dominant white male context.</p>
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Bourque, Pierre. "Contributions to the maturation of software engineering as a discipline and a recognised profession." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415869.
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Tibazarwa, Augustine. "Disciplined agility for process control & automation." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/58525.
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Thesis (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, 2009.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 112-115).<br>Process automation vendors must consider agility as a basis to gain a competitive edge in innovation. Process Automation systems can impact the operating cost of manufacturing equipment, the safe control of large quantities of energy and the safety of dangerous substances used during manufacturing. The manufacturing segment expects greater automation of larger processes, increased capability of process automation systems, and higher quality of those systems. At the same time, business requirements for process automation vendors demand shorter time to market, and greater market return for each dollar invested in product development. Therefore, process automation vendors must determine how to preserve discipline in development processes while adopting process agility necessary to meet dynamic business conditions. Interviews with 9 leaders from 6 companies (2 manufacturers, 2 process automation vendors and 2 automation consulting firms), survey feedback from development personnel and research of literature on state-of-the-art and state-of-the-practice, yielded over 90 findings and observations on process automation business needs, development of automation offerings, and on suitability of agile practices to process automation product development. Agile methods may require changes to manufacturer work processes, but would enable an automation vendor to unlock more of the manufacturer's production value.<br>(cont.) Disciplined adoption of agile methods is crucial for agility to take hold throughout an automation vendor's organization, and to meet the concerns of process automation stakeholders. Rather than dismiss the suitability of agile development to process automation, a prescriptive guidance is provided that integrates an opportunistic risk-based assessment of how much agility is appropriate. The four values and twelve principles of the Agile Manifesto are a good basis for 8 additional agile practices for process automation: transitioning to agile, investing in agile capability, managing critical system parameters, engineering system-robustness, balancing project risk, continuous system validation, assuring domain expertise and clarifying ecosystem role.<br>by Augustine Tibazarwa.<br>S.M.
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Alaez-Galan, Monica. "L'activité de débat en espagnol dans le secteur LANSAD : d'une didactique de genre formel vers une didactique de la parole incarnée." Thesis, Toulouse 3, 2020. http://www.theses.fr/2020TOU30213.
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L'objectif premier de ce projet de thèse est d'examiner la construction d'un dispositif pédagogique à partir d'une modélisation de l'activité de débat en langue étrangère pour mettre en évidence les mécanismes suscités. En s'appuyant sur un corpus de débats en espagnol enregistrés sur deux ans auprès d'une population étudiante de premier cycle d'université, les résultats confirment à la fois le couplage des gestes et de la parole et le concept de dispositif comme étant la version dynamique du système conçu par les enseignants et approprié ou non par l'étudiant. Les résultats montrent que les gestes apparaissent simultanément en co-activité avec la parole, que les gestes et la parole peuvent interagir de manière facilitatrice ou compétitive et enfin que les gestes peuvent apparaître en absence de parole. À partir de ces constats, nous proposons un modèle ergonomique de la situation de débat qui prend en compte cette interaction discursive et gestuelle. Parfois, le niveau en langue limite la participation au débat, alors que dans d'autres cas, une attitude de maîtrise de la situation socio-discursive émerge où les propriétés du système au commencement du débat ne sont plus celles de la fin, dépassant ainsi ce modèle d'une manière créative<br>The primary objective of this thesis project is to examine the construction of a pedagogical environment based on a model of debate activity in a foreign language in order to highlight the mechanisms involved. Based on a corpus of debates in Spanish recorded over two years among a population of undergraduate university students, the results confirm both the coupling of gestures and speech as well as the concept of the environment as being the dynamic version of the system designed by the teachers and appropriated or not by the student. The results show that gestures appear simultaneously in co-activity with speech, that gestures and speech can interact in a facilitative or in a competitive manner, and finally that gestures can appear in the absence of speech. Based on these findings, we propose an ergonomic model of the debate situation that takes into account this discursive and gestural interaction. On certain occasions, the level of language limits the participation in the debate, while in other cases, an attitude of sociodiscursie ability emerges, where the properties of the system at the beginning of the debate are no longer those of the end, as the student creatively exceeds this model
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Sandenbergh, Jacobus S. "Synchronising coherent networked radar using low-cost GPS-disciplined oscillators." Doctoral thesis, Faculty of Engineering and the Built Environment, 2019. http://hdl.handle.net/11427/30829.
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This text evaluates the feasibility of synchronising coherent, pulsed-Doppler, networked, radars with carrier frequencies of a few gigahertz and moderate bandwidths of tens of megahertz across short baselines of a few kilometres using low-cost quartz GPSDOs based on one-way GPS time transfer. It further assesses the use of line-of-sight (LOS) phase compensation, where the direct sidelobe breakthrough is used as the phase reference, to improve the GPS-disciplined oscillator (GPSDO) synchronised bistatic Doppler performance. Coherent bistatic, multistatic, and networked radars require accurate time, frequency, and phase synchronisation. Global positioning system (GPS) synchronisation is precise, low-cost, passive and covert, and appears well-suited to synchronise networked radar. However, very few published examples exist. An imperfectly synchronised bistatic transmitter-receiver is modelled. Measures and plots are developed enabling the rapid selection of appropriate synchronisation technologies. Three low-cost, open, versatile, and extensible, quartz-based GPSDOs are designed and calibrated at zero-baselines. These GPSDOs are uniquely capable of acquiring phase-lock four times faster than conventional phase-locked loops (PLLs) and a new time synchronisation mechanism enables low-jitter sub-10 ns oneway GPS time synchronisation. In collaboration with University College London, UK, the 2.4 GHz coherent pulsed-Doppler networked radar, called NetRAD, is synchronised using the University of Cape Town developed GPSDOs. This resulted in the first published example of pulsed-Doppler phase synchronisation using GPS. A tri-static experiment is set up in Simon’s Bay, South Africa, with a maximum baseline of 2.3 km. The Roman Rock lighthouse was used as a static target to simultaneously assess the range, frequency, phase, and Doppler performance of the monostatic, bistatic, and LOS phase corrected bistatic returns. The real-world results compare well to that predicted by the earlier developed bistatic model and zero-baseline calibrations. GPS timing limits the radar bandwidth to less than 37.5 MHz when it is required to synchronise to within the range resolution. Low-cost quartz GPSDOs offer adequate frequency synchronisation to ensure a target radial velocity accuracy of better than 1 km/h and frequency drift of less than the Doppler resolution over integration periods of one second or less. LOS phase compensation, when used in combination with low-cost GPSDOs, results in near monostatic pulsed-Doppler performance with a subclutter visibility improvement of about 30 dB.
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Franked, Lennart, and David Håsäther. "Implementation and evaluation of a queuing discipline in Linux." Thesis, Mid Sweden University, Department of Information Technology and Media, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11401.
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<p>Streaming video and VoIP are two popular services used over the Internet, and as the number of users increases, the demand on the network routers also increases. Since both streaming video and VoIP have a variable traffic flow, the routers must always have some free space in their receive buffers to handle traffic bursts. If not, packet loss may occur that will result in a degraded quality of the services. In this project, a fuzzy logic based Active Queue Management (AQM) will be implemented, which might help reduce this problem. This algorithm has currently only been tested in a simulated environment. This algorithm will then be evaluated and compared to some of the existing AQMs. The results will also be compared to a stream that only uses a First-In, First-Out (FIFO) queue, which will work as a baseline. Since an AQM is not the only means used to reduce delay and jitter, different AQMs will also be combined with two different transport protocols, User Datagram Protocol (UDP) and the new Datagram Congestion Control Protocol (DCCP). The resulting implementation performed on a par with RED (Random Early Detection), one of the most common AQMs.</p>
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Fosmoe, Kristofer D. "A systems perspective on army health and discipline." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100371.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references.<br>Healthy and Disciplined Soldiers provide a unique competitive advantage to the United States Army that cannot be replaced by the acquisition of technological weapons systems. The United States Army system for managing health and discipline has historically been robust; however, the prolonged conflicts in Iraq and Afghanistan have highlighted the need to reexamine the system of health and discipline policies, its architecture, and the dynamic effects on junior leader behavior. This thesis provides an analysis of this system by exploring the dynamic relationship between leader development, health and discipline, and an emphasis on warfighting mission capabilities. The author demonstrates the tradeoffs between mission capabilities, and leader development of Soldier health and discipline through a mixed methods approach that combines quantitative analysis of the published Army literature and qualitative field interviews. This thesis analyzes the architecture of the Army Health Promotion system, highlighting risks to capability development if the system architecture is not consistently managed across installations. The author applies the object-process method to describing architectural models of policy systems and system dynamics causal loop diagrams to explain the evolution of the system during the post 9-11 war period. The author also uses quantitative article subject search to validate qualitative descriptions of the system behaviors. The author suggests that there is some risk in the Army failing to more effectively manage Soldier health and discipline due to failing to properly describe the intended architecture of the Army Health Promotion system, resulting in architectural differences between installations. The author also recommends several potential system changes to affect the dynamics of the leader development.<br>by Kristofer D. Fosmoe.<br>S.M. in Engineering and Management
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Jesiek, Brent K. "Between Discipline and Profession: A History of Persistent Instability in the Field of Computer Engineering, circa 1951-2006." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30212.
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This dissertation uses a historical approach to study the origins and trajectory of computer engineering as a domain of disciplinary and professional activity in the United States context. Expanding on the general question of "what is computer engineering?," this project investigates what counts as computer engineering knowledge and practice, what it means to be a computer engineer, and how these things have varied by time, location, actor, and group. This account also pays close attention to the creation and maintenance of the "sociotechnical" boundaries that have historically separated computer engineering from adjacent fields such as electrical engineering and computer science. In addition to the academic sphere, I look at industry and professional societies as key sites where this field originated and developed. The evidence for my analysis is largely drawn from journal articles, conference proceedings, trade magazines, and curriculum reports, supplemented by other primary and secondary sources.
The body of my account has two major parts. Chapters 2 through 4 examine the pre-history and early history of computer engineering, especially from the 1940s to early 1960s. These chapters document how the field gained a partially distinct professional identity, largely in the context of industry and through professional society activities. Chapters 5 through 7 turn to a historical period running from roughly the mid 1960s to early 1990s. Here I document the establishment and negotiation of a distinct disciplinary identity and partially unique "sociotechnical settlement" for computer engineering. Professional societies and the academic context figure prominently in these chapters. This part of the dissertation also brings into relief a key argument, namely that computer engineering has historically occupied a position of "persistent instability" between the engineering profession, on the one hand, and independent disciplines such as computer science, on the other.
In an Epilogue I review some more recent developments in the educational arena to highlight continued instabilities in the disciplinary landscape of computing, as well as renewed calls for the establishment of a distinct disciplinary and professional identity for the field of computer engineering. I also highlight important countervailing trends by briefly reviewing the history of the software/hardware codesign movement.<br>Ph. D.
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Sanei, H. "Discipline breakdown structure : bridging project management and systems engineering to form an integrated management system in multidisciplinary rail projects." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1503957/.
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The complexity of multidisciplinary projects requires that many specialities and disciplines work together. In rail infrastructure projects, the term 'systems engineering (SE)' is being widely used, yet it is still loosely defined. This PhD thesis proposes the use of a Disciplinary Breakdown Structure (DBS), an approach that better integrates SE as it is currently understood with traditional project management (PM) to make PM more efficient. A review of PM, SE and their relationship, particularly in the rail sector, identified gaps in performance, the most significant of which is a lack of integration between the SE and PM activities. Case study material was examined and a survey was conducted. The results highlighted the lack of consensus and consistency of the definition of SE and its application by project practitioners at various levels. Interface management (IM) was identified as a key factor contributing in project failure or success. IM was reviewed in the context of SE and PM, and existing methods and solutions were examined. The DBS as a new solution, was developed and introduced to improve the IM life cycle from definition to closure. This solution is based on industry discipline sectors (in this case, the rail sector) and therefore it is independent from project specific requirement. Exploring more detail of the DBS revealed its capability in integrating SE and PM more generally. The DBS is a modular solution (with a potential to become an industry standard) that provides a basis for the rapid development of project-bespoke management systems, improving PM efficiency by saving time and resources. The approach has been tested in two major rail project case studies in the UK and one in Canada and the results, benefits, constraints and the areas of improvements are discussed in more detail.
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Reis, Fábio Augusto Gomes Vieira [UNESP]. "Aplicação da metodologia da problematização em disciplinas de engenharia ambiental." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/102887.
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reis_fagv_dr_rcla.pdf: 930643 bytes, checksum: d34b556d5804671809cc5484d9fed84b (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>A metodologia da problematização é um método de ensino que torna a realidade profissional mais próxima dos alunos, enquadrando-se adequadamente em cursos de graduação que possuem forte caráter aplicado, como a Engenharia Ambiental. Em contrapartida, o ensino tradicional conduz a uma sistemática na qual o aluno é um agente passivo, e não o fator central no processo ensino-aprendizagem, acarretando baixa aprendizagem. Nesse contexto, a presente pesquisa foi proposta para verificar a seguinte hipótese: a metodologia da problematização promove a melhoria do processo ensino-aprendizagem de disciplinas de cursos de graduação em Engenharia Ambiental. Foi estabelecido como objetivo principal, avaliar o uso da metodologia da problematização em disciplinas de cursos de graduação em Engenharia Ambiental, por meio da resposta dos alunos em questionários ex-ante e ex-post fact e pela percepção do docente/pesquisador. Foram escolhidas três disciplinas, em dois cursos de Engenharia Ambiental, para aplicação da metodologia e avaliação de sua eficiência. Os resultados obtidos, pelas respostas dos alunos e pela análise do professor/pesquisador, demonstraram que a problematização promove melhoria do processo de ensino-aprendizagem, favorecendo a participação ativa dos alunos, por meio do estímulo do estudo e do raciocínio sistematizado, sendo um caminho para melhoria no ensino de Engenharia Ambiental.<br>Problem-based learning is a teaching method that brings professional reality closer to the students and is appropriate for use in undergraduate programs that have a strong applied aspect, such as environmental engineering. Traditional teaching leads to a process in which the student is a passive agent and is not the central factor in the teaching-learning process, thus compromising meaningful learning. In this context, the present study was designed to verify the following hypothesis: problem-based learning promotes improvement in the teaching-learning process in undergraduate Environmental Engineering courses. The main objective was to evaluate of the use of problem-based learning in undergraduate Environmental Engineering courses using students' responses to questionnaires administered before and after using the method, and the perception of the professor/researcher. Three courses in the Environmental Engineering program were chosen to apply the method and evaluate its effectiveness. The results obtained from the students' responses and the analysis of the professor/researcher showed that problem-based learning does promote improvements in the teaching-learning process, favoring the active participation of students through the stimulation of study and systematized reasoning, thus offering a possible path to improved teaching in Environmental Engineering.
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Reis, Fábio Augusto Gomes Vieira. "Aplicação da metodologia da problematização em disciplinas de engenharia ambiental /." Rio Claro : [s.n.], 2005. http://hdl.handle.net/11449/102887.
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Orientador: Leandro Eugenio da Silva Cerri<br>Banca: Rosângela Doin de Almeida<br>Banca: Mauro Silva Ruiz<br>Banca: Ângelo José Consoni<br>Banca: José Eduardo Zaine<br>Resumo: A metodologia da problematização é um método de ensino que torna a realidade profissional mais próxima dos alunos, enquadrando-se adequadamente em cursos de graduação que possuem forte caráter aplicado, como a Engenharia Ambiental. Em contrapartida, o ensino tradicional conduz a uma sistemática na qual o aluno é um agente passivo, e não o fator central no processo ensino-aprendizagem, acarretando baixa aprendizagem. Nesse contexto, a presente pesquisa foi proposta para verificar a seguinte hipótese: a metodologia da problematização promove a melhoria do processo ensino-aprendizagem de disciplinas de cursos de graduação em Engenharia Ambiental. Foi estabelecido como objetivo principal, avaliar o uso da metodologia da problematização em disciplinas de cursos de graduação em Engenharia Ambiental, por meio da resposta dos alunos em questionários ex-ante e ex-post fact e pela percepção do docente/pesquisador. Foram escolhidas três disciplinas, em dois cursos de Engenharia Ambiental, para aplicação da metodologia e avaliação de sua eficiência. Os resultados obtidos, pelas respostas dos alunos e pela análise do professor/pesquisador, demonstraram que a problematização promove melhoria do processo de ensino-aprendizagem, favorecendo a participação ativa dos alunos, por meio do estímulo do estudo e do raciocínio sistematizado, sendo um caminho para melhoria no ensino de Engenharia Ambiental.<br>Abstract: Problem-based learning is a teaching method that brings professional reality closer to the students and is appropriate for use in undergraduate programs that have a strong applied aspect, such as environmental engineering. Traditional teaching leads to a process in which the student is a passive agent and is not the central factor in the teaching-learning process, thus compromising meaningful learning. In this context, the present study was designed to verify the following hypothesis: problem-based learning promotes improvement in the teaching-learning process in undergraduate Environmental Engineering courses. The main objective was to evaluate of the use of problem-based learning in undergraduate Environmental Engineering courses using students' responses to questionnaires administered before and after using the method, and the perception of the professor/researcher. Three courses in the Environmental Engineering program were chosen to apply the method and evaluate its effectiveness. The results obtained from the students' responses and the analysis of the professor/researcher showed that problem-based learning does promote improvements in the teaching-learning process, favoring the active participation of students through the stimulation of study and systematized reasoning, thus offering a possible path to improved teaching in Environmental Engineering.<br>Doutor
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Guimarães, Giovanni Horácio. "Trajetória curricular da disciplina de Ciências Humanas e Sociais nos cursos de Engenharia de uma Universidade Federal." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/9835.
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Previous issue date: 2015-03-06<br>This work completes a doctoral research, conducted at the Graduate Studies Program in Education: Curriculum, part of the Pontifícia Universidade Católica de São Paulo, in the period between 2010 and 2014. The object of this investigation was established to be the curricular trajectory of the discipline "Social and Human Sciences" in the engineering courses at the Federal University of Itajubá, their disciplinary arrangements and programmatic directions acquired since its implementation in 1998. The main objective was to reassemble characteristics of the curricular trajectory of the discipline of "Human and Social Sciences" at the Federal University of Itajubá Engineering by recovering evidence of its disciplinary arrangement, its relations with the modifications imposed by the laws that regulate engineering education, its faculty, its contents and practices. The research scenario was the Federal University of Itajubá, located in the south of Minas Gerais. An institution of higher education founded in 1913 from the initiative of a positivist lawyer, Theodomiro Carneiro Santiago, as Institute of Electrical and Mechanical Engineering of Itajubá. It became a federal institution in 1956 and its name was changed to Federal School of Engineering of Itajubá in 1968. Finally it became Federal University of Itajubá in 2002. In this sense, a qualitative approach was carried out and non-directive interviews, oral history and historical and documentary analyses were used as research procedures. The subjects are four professors of the institution who have taught Human Sciences since 1998. The path chosen to elaborate the theoretical reference was the curriculum mapping in its multidimensionality; the location of the theme of educational disciplining knowledge within the curriculum studies; the limits of curricular dimensions of school subjects; the pointing of relations between disciplining and teaching practice. The main theoretical references of this study are the works of Andre Chervel (1990), Apple (2008), Forquin (1993), Gimeno Sacristán (1999 and 2007), Goodson (1996 and 2008), Moreira & Silva (1996) and Viñao (2008). Fulfilling its goal, the research rescued pre-specified dimensions of the discipline; mapped important features of the faculty, such as academic production, their theoretical areas, traces of their practices and professorial identity. Also, it pointed out new paths to be investigated on the object<br>Este trabalho conclui uma pesquisa de doutoramento, realizada no Programa de Estudos Pós-Graduados em Educação: Currículo, vinculado à Pontifícia Universidade Católica de São Paulo, no período de 2010 a 2014. Configurou-se como objeto dessa investigação a trajetória curricular da disciplina de Ciências Humanas e Sociais nos cursos de engenharia da Universidade Federal de Itajubá, suas formas disciplinares e direcionamentos programáticos adquiridos no tempo desde sua implantação em 1998 até a atualidade. O objetivo principal foi remontar características da trajetória curricular da disciplina de Ciências Humanas e Sociais na Universidade Federal de Engenharia de Itajubá, resgatando indícios de suas formas disciplinares, suas relações com as modificações impostas pelas leis que regem o ensino de engenharia, seu corpo docente, seus conteúdos e práticas. O cenário da pesquisa foi a Universidade Federal de Itajubá, localizada no sul de Minas Geraes. Uma instituição de ensino superior fundada em 1913 por iniciativa de um advogado positivista, Theodomiro Carneiro Santiago, como Instituto de Engenharia Elétrica e Mecânica de Itajubá, federalizado em 1956 e tornado Escola Federal de Engenharia de Itajubá em 1968. Transformando-se em Universidade Federal de Itajubá em 2002. Nesse sentido foi feita uma abordagem qualitativa tendo como procedimentos de pesquisa a entrevista não-diretiva, a história oral e a análise histórico-documental. Os sujeitos da pesquisa são quatro docentes da instituição, que lecionaram e lecionam Ciências Humanas entre o período que vai de 1998 a 2015. O caminho percorrido para elaboração dos referenciais teóricos foi o mapeamento do currículo na sua multidimensionalidade; a localização do tema da disciplinarização do conhecimento educacional dentro dos estudos do currículo; a delimitação das dimensões curriculares das disciplinas escolares; o apontamento de relações entre disciplinarização e prática docente. Como referenciais teóricos principais dessa pesquisa estão os trabalhos de Andre Chervel (1990), Apple (2008), Forquin (1993), Gimeno Sacristán (1999 e 2007), Goodson (1996 e 2008), Moreira & Silva (1996) e Viñao (2008). Cumprindo com seu objetivo a investigação resgatou dimensões prescritas da disciplina; mapeou características importantes do corpo docente como produção acadêmica, suas áreas teóricas de atuação, traços de suas práticas e identidade professorais. Além disso, apontou caminhos novos a serem investigados sobre o objeto
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Wittman, Michael D. (Michael David). "The effects of capacity discipline on smaller U.S. airports : trends in service, connectivity, and fares." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90076.
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Thesis: S.M. in Transportation, Massachusetts Institute of Technology, Department of Civil and Environmental Engineering, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 163-168).<br>After decades of growth in domestic flights, seats, and available seat-miles, airlines reduced capacity at airports across the United States from 2007-2012 in response to a global economic downturn and high and volatile fuel prices. Despite an economic recovery and more stable fuel prices, airlines continued to keep domestic capacity low relative to historical levels. This strategy, which has been referred to as "capacity discipline," has had widespread implications for the entire U.S. air transportation network. This thesis examines the effects of capacity discipline on service availability, network connectivity, and fares in the U.S. air transportation network, particularly at smaller airports. We find that airlines cut flights at large airports by 8.8% from 2007-2012, as compared to a 21.7% reduction in flights at smaller airports over the same time period. As a result, some smaller airports may be particularly vulnerable to losing all network carrier service. Capacity discipline also changed the mix of carriers that served smaller airports. In many cases, network carriers providing service from smaller airports to connecting hubs were replaced by ultralow- cost carriers providing less-frequent service. We create an airport connectivity index to explore these effects of capacity discipline on airports' connections to the global air transportation network. The index model suggests that smaller airports lost more connectivity than larger airports in multi-airport regions. Finally, we examine changes in airfares as a result of capacity discipline. We find that medium-sized airports saw the largest increases in airfares-11.9% on average-from 2007-2012. Additionally, while the presence of low-cost carriers is still associated with in a decrease in the average one-way fare at an airport, the effects of some LCCs such as Southwest Airlines have diminished over time. Capacity discipline may be an unstable equilibrium when viewed in the game-theoretic context of the "prisoner's dilemma." With lower levels of connectivity and increasing fares, smaller airports in multi-airport regions will need to employ creative strategies to prevent passengers from leaking to primary hubs. Whether these airports can recover from service consolidation will also depend on how long this capacity discipline equilibrium remains in effect among U.S. airlines.<br>by Michael D. Wittman.<br>S.M. in Transportation
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Sapol, Stephen J. (Stephen John). "A systems approach to leadership and soldier health and discipline in the United States Army." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/111288.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 118-121).<br>The United States Army is entering a period of strategic reset after more than a decade of intense combat operations. One of the most critical areas of this reset is ensuring the health and discipline of the force remains intact. There are factors, both health and discipline, which drive high-risk behaviors by soldiers. Therefore it is critical to understand if the system is adequately structured in order adequately prepare leaders to not only ensure soldiers complete their work functions, but also maintain a healthy personal life. Leadership and solder welfare systems are the primary drivers of this research. The research explores how leaders ensure soldier well-being in a garrison environment and identifies some of the structural causes for the difficulties in achieving this. It attempts to holistically analyze both how the system is designed, but also its implementation and the properties which emerge from it. The research first outlines Army doctrine to establish the baseline for how the Army operates. Next, it identifies a series of policies and processes which relate directly to soldier welfare to identify the structure in which leaders operate. At the same time this develops the framework to identify how the system operates through a series of interviews with leaders at the company level in order identify the perspective of leaders at the company level and some of the emergent behaviors which evolve from the design of the system. In conclusion, this research determines that a multi-leveled approach must be taken. Senior leaders must ensure the system is designed to foster the development of leaders and provides flexibility to these leaders. Leaders at the company level must not only prioritize short-term operational goals, but also invest in people for the long-term viability of the Army.<br>by Stephen J. Sapol.<br>S.M. in Engineering and Management
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Юхименко, Микола Петрович, Николай Петрович Юхименко та Mykola Petrovych Yukhymenko. "Застосування структурно-логічних схем при викладанні інженерних дисциплін". Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/38077.
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Структурування теоретичного матеріалу, насамперед інженерних дисциплін, переслідує дидактичну мету створення такої структури наукових знань, яка була б оптимальною з точки зору економії часу та раціонального засвоєння. При цьому важливо, що вивчення основних понять і структури дисципліни полегшує засвоєння окремих питань і сприяє становленню творчого мислення. Структурування навчального матеріалу, тобто об'єднання його за якимись ознаками в систему, дозволяє збільшити кількість інформації, утримуваної в короткочасній пам'яті того, кого навчають. Це стає особливо важливим для заочного, дистанційного навчання та екстернату.
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Коротун, Микола Миколайович, Николай Николаевич Коротун та Mykola Mykolaiovych Korotun. "Візуалізоване тестування інженерних дисциплін". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18306.
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Park, Sung Hee. "Discipline-Independent Text Information Extraction from Heterogeneous Styled References Using Knowledge from the Web." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/52860.
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In education and research, references play a key role. They give credit to prior works, and provide support for reviews, discussions, and arguments. The set of references attached to a publication can help describe that publication, can aid with its categorization and retrieval, can support bibliometric studies, and can guide interested readers and researchers. If suitably analyzed, that set can aid with the analysis of the publication itself, especially regarding all its citing passages. However, extracting and parsing references are difficult problems. One concern is that there are many styles of references, and identifying what style was employed is problematic, especially in heterogeneous collections of theses and dissertations, which cover many fields and disciplines, and where different styles may be used even in the same publication. We address these problems by drawing upon suitable knowledge found in the WWW. In particular, we use appropriate lists (e.g., of names, cities, and other types of entities). We use available information about the many reference styles found, in a type of reverse engineering. We use available references to guide machine learning. In particular, we research a two-stage classifier approach, with multi-class classification with respect to reference styles, and partially solve the problem of parsing surface representations of references. We describe empirical evidence for the effectiveness of our approach and plans for improvement of our method.<br>Ph. D.
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Penelle, Benoît. "Système de réalité virtuelle d'aide à la réalisation et à l'évaluation d'exercices physiques." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209284.
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Les travaux de recherche présentés dans cette thèse ont pour but de développer un système de réalité virtuelle d'aide à la réalisation et à l'évaluation d'exercices physiques. La notion d'exercice physique étant très large, nous avons pris le parti de cibler des exercices réalisés dans le cadre médical de traitements de rééducation fonctionnelle. Dans un premier temps, nous avons mis au point un socle technologique et algorithmique basé sur du matériel standard, peu coûteux, simple à installer et à utiliser. Il met en place les fondations nécessaires pour le développement d'applications de réalité virtuelle destinées à supporter et à superviser des exercices de rééducation, qu'ils soient réalisés dans un centre de rééducation, dans le cabinet d'un kinésithérapeute, ou à domicile. Sur base de ce socle, nous avons ensuite développé deux applications de rééducation ciblant des pathologies différentes. La première application est destinée aux patients atteints de douleurs neuropathiques telles que les douleurs fantômes (DF) chez les amputés ou le Syndrome Douloureux Régional Complexe (SDRC). Grâce à la réalité virtuelle, nous donnons l'illusion au patient qu'il peut à nouveau bouger son membre amputé ou pathologique, réduisant ainsi l'intensité des douleurs. La seconde application a pour but d'offrir au thérapeute et au patient un outil de quantification des mouvements réalisés dans le cadre d'exercices de rééducation motrice. Les mesures ainsi obtenues vont permettre d'aider le médecin à identifier et à objectiver le diagnostic d'une pathologie du mouvement, et, par la suite, vont permettre au kinésithérapeute d'en suivre l'évolution tout au long du traitement de rééducation. Pour chacune de ces applications, un algorithme spécifique de suivi de mouvements, basé sur le socle commun, est au cœur de la solution mise en œuvre.<br>Doctorat en Sciences de l'ingénieur<br>info:eu-repo/semantics/nonPublished
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Crowell, Andrew R. "Model Reduction of Computational Aerothermodynamics for Multi-Discipline Analysis in High Speed Flows." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366204830.
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Oliveira, Nelma Salomé Silva de. "Tipologia e freqüência de métodos de ensino em disciplinas de formação profissionalizante em engenharia de produção." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-01062016-113835/.
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A globalização dos mercados trouxe, para o cenário brasileiro, impactos políticos, socioecônomicos e culturais enfatizando a figura de um homem, denominado cidadão do mundo. Devido às próprias limitações humanas, em um mundo em que as mudanças são constantes, esse cidadão tem como característica ser um eterno aprendiz. A universidade, locus de produção de identidade do país e cuja função social é formar indivíduos neste novo contexto global, se encontra em um dilema existencial: pesquisa e ensino; a superação dessa dicotomia poderá derivar de novas relações humanas na formação do sujeito-coletivo que constrói sua identidade através das possibilidades de diversidades do mundo que o circunda. Estando na aprendizagem, para a aquisição de conhecimentos ou o desenvolvimento de habilidades e atitudes pelas experiências educativas, o papel do docente como mediador em organizar estratégias (métodos e técnicas de ensino) para que o discente conheça e crie a cultura. O objetivo desta pesquisa é mapear a tipologia e freqüência de métodos de ensino em disciplinas de formação profissionalizante em engenharia de produção. Identificar, através de um estudo teórico e revisão bibliográfica, os tipos e métodos mais utilizados no ensino superior do curso de engenharia de produção, bem como as vantagens, limitações e habilidades desenvolvidas segundo a utilização adequada dessas técnicas. No estudo de caso, se analisam os métodos de ensino e as competências necessárias nas disciplinas profissionalizantes do curso de engenharia de produção mecânica da escola de engenharia de São Carlos cujos métodos de coleta foram através de questionário para os discentes e entrevistas junto aos docentes. Embora haja uma variedade de técnicas socializantes que deveriam atender aos objetivos específicos de cada disciplina, os avanços tornam-se despercebidos pela descrição da técnica. Ao menosprezar a conduta e observação docente (dimensão técnica/ética/política), durante o processo, o docente abdica de sua autoridade no processo de ensino/aprendizagem; as limitações, como a aula expositiva tradicional (centrando o conhecimento no professor), têm se tornado fonte de estagnação, desfavorecendo a amplitude do desenvolvimento do potencial humano e fazendo com que o discente não se torne co-autor de seu processo de aprender a aprender, pois limita sua fonte de investigação, criatividade e anseio de desafio.<br>The market globalization brought political, socieconomic and cultural impacts for the brazilian setting, emphasizing the figure of a human being, denominated citizen of the world. Due to human own limitations, in a world that every change is constant, this citizen has a feature that is to be an eternal learner. The university, locus of the production of the identity of a country, whose social role is to develop individuals in this new global context, is in an existential dilemma: research and education; the transcendence of this dichotomy can originate from new human relations in the development of the collective subject that builds his/her identity through the possibilities of the diversity of the world that surrounds him/her. During the apprenticeship, for the acquisition of knowledge or the development of skills and attitudes by educative experiences, the role of the academician as a mediator in organizing strategies (methods and teaching techniques) so that the student can know and create the culture. The goal of this research is to map the typology and the frequency of teaching methods in professionalizing development in production engineering, to identify through a theoretical study and a bibliographic review, the most used kinds and methods in the university teaching in production engineering course, as well as the advantages, limitations and skills developed according to the adequate use of these techniques. When studying a case it is analyzed the teaching methods and the necessary competences in the professionalizing disciplines in the mechanical production engineering course from São Carlos school of engineering, whose data assessment methods were quizzes for the students and interviews with the academicians. Although there is a variety of socializing techniques that should correspond to the specific goals of each discipline, the advances become unperceived by the description of the technique. When despising the academician\'s behavior and observation (technical/ethic/politic dimension) during the process, the academician resigns his/her authority during the teaching/learning process; the limitations like the traditional expositive classes (focusing on the professor\'s knowledge) have become a source of stagnation, disfavoring the range of the development of the human potential, acting in order that the student isn\'t the co-author of his/her learning to learn process, because they limit his/her investigation source, creativity and desire for challenge.
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Holm, Niklas. "Teknikkonsulters projekteringsutmaningar i påbyggnadsprojekt : En fallstudie ur konstruktörens och VVS-projektörens perspektiv." Thesis, Luleå tekniska universitet, Institutionen för samhällsbyggnad och naturresurser, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-82032.
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Bebyggd mark i Sverige är inte utnyttjad till sin fulla potential. Nya byggnader byggs i utkanten av städer vilket ökar stadsareor, en urbaniseringsstrategi som Boverket (2016) menar inte är hållbar. En mer hållbar strategi är istället att öka tätheten på det vertikala planet. För att tätheten på befolkningen i städer skall öka vertikalt kan befintlig byggnation byggas på med påbyggnader, ett alternativ som dessutom inte är lika resurskrävande som nybyggnationer. En påbyggnad kräver dock acceptabla förutsättningar på den befintliga byggnadens bärförmåga och en god idé om hur påbyggnaden skall utformas för att passa in i redan bebyggd miljö. Kommunikation och gemensamma mål mellan de inblandade aktörerna bör då närvara för att förenkla projekteringsprocessen, av stor vikt är även samverkan mellan teknikkonsulterna. Hur påbyggnadsprojektet sedan genomförs och projekteras med beställarens kravspecifikationer är upp till bland annat arkitekten, konstruktören och VVS-projektören i den tillsatta projektgruppen. Konstruktörens och VVS-projektörens projekteringsarbete blir centralt för att möjliggöra projektet samt för att uppnå lyckade resultat, deras arbete kan inte bortses ifrån. Syftet med detta examensarbete är att bygga på förståelsen för de projekteringsutmaningar som konstruktörer och VVS-projektörer ställs inför vid projekteringen av påbyggnader samt öka förståelsen för eventuella samband mellan disciplinernas projekteringsutmaningar. Studien är en induktiv, kvalitativ fallstudie med utforskande karaktär där fem svenska påbyggnadsprojekt med varierande karaktär har valts ut som fall. Konstruktörer och VVS-projektörer, med en betydande roll för respektive disciplins projektering för påbyggnadsprojekten, intervjuades för att få kännedom om vad de ansåg som utmanande med projekteringen av påbyggnaden. Kvaliteten på intervjuerna och dess data säkerställdes genom att först utföra en intervjumetodikstudie, intervjuerna genomfördes sedan främst via telefonsamtal. Intervjudata transkriberades och analyserades i systematisk ordning för att upptäcka fallspecifika-, fallöverskridande- samt samband mellan projekteringsutmaningarna som konstruktörerna och VVS-projektörerna diskuterat. Framstående projekteringsutmaningar som konstaterades var bland annat kopplade till svårbedömda befintliga stommar, bryggningen mellan huskropparna, genomgående schaktutrymmen och kvarsittande hyresgäster. Både konstruktörerna och VVS-projektörerna ansåg att de inte ges tillräckliga resurser i tidigt skede eller att andra inblandade aktörer saknar förståelse för respektive disciplins lösningar. Studien kunde även med inhämtade data påvisa att det inte fanns några skillnader mellan påbyggnadsprojekts och övriga byggprojekts projekteringsutmaningar gällande projekteringsprocess- och projektgruppsrelaterade utmaningar. Ett samband som upptäcktes mellan disciplinerna var att konstruktörernas projekterade toleranser bidrog till utrymmesbrist för VVS-projektörens lösningar, detta var även mer påtagligt med påbyggnadskonstruktioner i trä. Redan under intervjutillfällena påträffades dock en underliggande ton från samtliga teknikkonsulter med antydan att försvårande projekteringsförhållanden ofta berodde på arkitektens projektering. Förslag, handlingar och teknisk kunskap som arkitekten delade med teknikkonsulterna ansågs som bristfälliga, detta utgjorde försvårande faktorer i deras projektering. I studien uppfattades även en tolkningsskillnad mellan aktörerna som ses som en möjlig förklaring till uppkomsten av flertalet projekteringsutmaningar. Med avseende på bärande konstruktioner och installationer uppfattades det som att teknikkonsulterna såg påbyggnaden som en förlängning, medan arkitekten såg det som två separata byggnadskroppar. Studiens sammantagna resultat pekar på att konstruktörer och VVS-projektör ser gemensamt på vilka projekteringsutmaningar som uppstår samt varför och att de ofta kan anknytas till arkitektens projektering av påbyggnadsprojektet.
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Hamilton, Ryan F. A. "IMPROVING LEARNING OUTCOMES IN EE2010L USING NI MYDAQ IN AN INVERTED LAB." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1409055289.
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Hedström, Isabella, and Karl Magnil. "Sensemaking Structures in Multiproject Settings and their Implications on Projects." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-296933.
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Previous research has shown that sensemaking structures within organizations are not only present, but vital in project settings. Informal individually produced sensemaking structures, such as task lists, are a mean to formulate ones' own project work into individual actions. These have shown to be essential, but some drawbacks have also been shown to exist. However, the lens has previously been mainly on the individual level, and organizational implications have got little attention in research. This study aims to explore projects' implications when such individual structures are dominant in the process. To do so, the reasons for production of said structures are analysed as well as the source of them. As a mean to identify such implications, a qualitative single-case study was performed at a Swedish consultancy company, where in total 16 interviews were held with employees at various positions and hierarchical levels. As expected, sensemaking structures were widely used in several formats, produced both for individual and collective purposes. The study further reveals that depending on the source of inspiration for the task lists, there is a risk that multiple views of the projects' goal are formed, which in turn affects the projects' progress. Also, the responsibility of the project leaders was shown to be of importance as a mean to minimize individual prioritization and instead build a uniform perception of projects' priorities, thus through communication and transparency. As the study finds a clear connection between individuals' sensemaking structures and organizational implications, further and more broad research on sensemaking structures through an organizational lens is suggested.<br>Tidigare forskning visar på att meningsskapande strukturer [eng: sensemaking structures] i organisationer existerar och håller en avgörande del i projektsammanhang. Informella individuella strukturer, så som uppgiftslistor, används och produceras för att bryta ner projektarbetet till mindre uppgifter. Dessa strukturer har visat sig vara av stor betydelse, men nackdelar har även visat sig förekomma. Tidigare forskning har huvudsakligen fokuserats kring individen, men mindre uppmärksamhet har lagts på organisatoriska aspekter. Denna studie syftar till att utforska de konsekvenser projekt kan erhålla då individuella strukturer är dominanta i projektarbetet. I ett försök att finna dessa konsekvenser så har både skälen till produktionen av dessa strukturer samt dess källa analyserats. För att identifiera dessa konsekvenser har en kvalitativ fallstudie utförts på ett svenskt konsultföretag, där resultatet samlades in genom att intervjua 16 anställda verksamma på olika positioner och hierarkiska nivåer. Användandet av meningsskapande strukturer var som väntat stort, då syftet till dess användning både var individuellt och kollektivt. Studien visar att källan till de individuella listorna skiljer sig åt,vilket bidrar till risken att det formas flertalet synsätt på projektets mål, vilket i sin tur påverkar projektets utveckling. Projektledarens ansvar att kommunicera och vara transparent har visat sig vara av betydelse i syfte att minimera individuella prioriteringar och därav bör det byggas en mer enhetlig syn på projektets prioriteringar. Då författarna av studien finner tydliga kopplingar mellan individuella meningsskapande strukturer och organisatoriska implikationer föreslås vidare forskning på meningsskapande processer genom en organisatorisk lins.
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Ditkun, Sérgio. "Avaliar o processo de transferência de conhecimento e tecnologia na disciplina de Técnicas de Gestão Industrial." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2455.
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O objetivo do trabalho foi avaliar o processo de transferência de conhecimento e tecnologia na disciplina de Técnicas de Gestão Industrial, considerando as aulas da disciplina Técnicas de Gestão Industrial a própria ferramenta de transferência. Primeiramente foi elaborado um questionário com 45 técnicas de gestão consideradas best practices pela literatura. O método utilizado para a seleção das melhores práticas foi o Methodi Ordinatio. Ao iniciar as aulas de Técnicas de Gestão Industrial, em março de 2016, foram entregues aos acadêmicos as 45 técnicas para que escolhessem as 10 técnicas de gestão mais importantes na opinião deles e em seguida solicitado que fizessem um ranking das técnicas pontuando valores entre 10 e 1, sendo 10 a mais importante e 1 a menos importante. Os pesquisados são acadêmicos do Programa de Pós-graduação em Engenharia de Produção da UTFPR – Campus Ponta Grossa. Foram 55 pesquisados no total, sendo 22 da turma de especialização em Engenharia da Produção, 26 do mestrado e 7 do doutorado. Dentre os pesquisados existem acadêmicos que atuam como colaboradores em organizações e outros que apenas estudam. Na sequência iniciou-se o processo de transferência de tecnologia das técnicas de gestão pela metodologia adotada pelo professor da disciplina. Após o encerramento da transferência de tecnologia, em junho de 2016, foi realizada novamente a pesquisa junto aos acadêmicos. Foram entregues a eles as 45 técnicas de gestão para que escolhessem novamente as 10 técnicas de sua preferência, utilizando o mesmo procedimento adotado na primeira edição da pesquisa. Diante da comparação entre as respostas das duas pesquisas, foi proposto um roteiro para que a ferramenta de transferência de tecnologia esteja sempre atualizada com as melhores práticas de gestão. O principal resultado alcançado foi que houve uma mudança de percepção tanto das dez melhores práticas escolhidas, quanto do ranking das mesmas em relação à primeira medição, mostrando que houve efetivamente transferência de tecnologia na disciplina. Uma grande contribuição deste trabalho para a Universidade, em especial para a disciplina de Técnicas de Gestão Industrial foi a validação da metodologia e da ferramenta de transferência de tecnologia.<br>The objective of this study was to evaluate the process of knowledge and technology transfer in the discipline of industrial management techniques through industrial management techniques as the transfer tool itself. First, a questionnaire was prepared with the best 45 management techniques found in the literature. The method used was Methodi Ordinatio. At the beginning of the Industrial Management Techniques classes, in March 2016, the 45 chosen techniques were given to some students to select, in their opinion, the 10 most important management techniques, and then it was also asked them to rank the techniques between 10 and 1, with 10 being the most important and 1 being the least important technique. The researched academics belong to the Graduate Program in Production Engineering of UTFPR - Ponta Grossa Campus. In total, 55 academics were researched, being 22 of the specialization group, 26 of the master and 7 of the PhD programm. From this sample, some scholars only study, while others also work. Then, the technology transfer process of the management techniques began using the methodology adopted by the Professor of the discipline. Once the classes were over, in June 2016, the research paper with the 45 management techniques was given again to the academics to rank the 10 practices they then considered the best. After comparing the answers of the two surveys, a roadmap was proposed so that the technology transfer tool would always be up to date with the best management practices.The main result was that there was a perception change of the ten best practices chosen, aswell as in the ranking relation of the first measurement, showing that there was a technology transfer in the discipline.A great contribution of this work to the University, especially for the Industrial Management Techniques discipline was the validation of the methodology and the technology transfer tool.
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Furegatti, Simone Andrea. "O conteudo geologico em cursos de engenharia civil : analise de disciplinas geologicas em cursos do estado de São Paulo e concepções de especialistas." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287115.
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Orientadores: Pedro Wagner Gonçalves, Carlos Alberto Lobão da Silveira Cunha<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias<br>Made available in DSpace on 2018-08-06T01:30:34Z (GMT). No. of bitstreams: 1
Furegatti_SimoneAndrea_M.pdf: 976300 bytes, checksum: 02ab1710d4a0cc7b4d9999baeca6488e (MD5)
Previous issue date: 2006<br>Resumo: O conteúdo geológico em cursos de Engenharia Civil é o objeto central da presente dissertação, que expõe e analisa o conteúdo ministrado nos cursos do estado de São Paulo na atualidade e levanta uma concepção de conteúdo a partir de sugestões de especialistas da área de Geologia de Engenharia. Paralelamente, em revisão bibliográfica feita sobre o ensino de Engenharia e o ensino de Geologia são destacados dois aspectos com possível ligação ao conteúdo geológico: a interação de disciplinas e a preocupação com o meio ambiente. Inicialmente a presente dissertação propõe uma reflexão sobre o conteúdo geológico como aspecto interdisciplinar e como parte do conhecimento sobre Natureza. O trabalho apresenta o levantamento dos dados de disciplinas com conteúdo geológico dos cursos do estado e síntese das entrevistas dos especialistas. Foram obtidas 26 respostas, dos 50 cursos existentes no estado em 2004, ano em que foi realizado o levantamento. Análise desta amostra permite vislumbrar um panorama do conteúdo geológico veiculado nos cursos, apresentando, além do conteúdo programático, dados das disciplinas, como carga horária, o período em que se inserem no curso, a distribuição do conteúdo nessas disciplinas, a bibliografia indicada e um perfil profissional dos docentes responsáveis por elas. As entrevistas foram realizadas com dois geólogos e dois engenheiros civis, considerados especialistas na área de Geologia de Engenharia por sua experiência de mais de 3 ou 4 décadas, três deles com experiência acadêmica no ensino de Geologia para os cursos de Geologia e de Engenharia Civil, ou de Arquitetura e Urbanismo. As entrevistas sugerem possíveis caminhos para a escolha de temas geológicos a serem abordados em cursos de Engenharia Civil. Nas entrevistas pode-se constatar a presença dos dois aspectos destacados da revisão bibliográfica, os quais aparecem como preocupação demonstrada por ambos especialistas com as intervenções na Natureza causadas pelo homem, por intermédio do engenheiro civil como executor, e também como possibilidade de se promover interações entre disciplinas geológicas e variadas disciplinas aplicadas de Engenharia, a partir do conteúdo geológico. Finalmente, são identificadas as convergências e divergências existentes entre a interpretação das entrevistas, os resultados da análise dos dados obtidos das disciplinas com conteúdo geológico dos cursos considerados e os aspectos detectados na revisão bibliográfica. As conclusões são de que a importância dada à Geologia por parte dos cursos é pequena, contradizendo a opinião dos especialistas. O retrato do que é ensinado nos cursos está muito aquém das expectativas dos especialistas que defendem ênfase nos processos ao ensinar temas de Geologia Geral e uma articulação desta com a Geologia Aplicada. Esta última é quase inexistente nos cursos do estado e largamente indicada pelos especialistas. A sugestão que fica é de se manter aceso o debate, por parte de organismos profissionais, técnico-científicos, autoridades junto às IES para manter a reflexão e incrementar o ensino de Geologia nos cursos de Engenharia Civil<br>Abstract:
The aim of this research is to analyze the geological content in Civil Engineering courses. Nowadays the content in São Paulo state is examined and compared with the content suggested by Geology Engineering experts. The research shows us two aspects dealt with in the Curriculum Guidelines for the Engineering courses, as in the discussions generated by their definitions and implementations, the intra-discipline and the preoccupation with the environment, proposing a reflection about geological issues as an interdisciplinary aspect and also as part of the knowledge about Nature. It also presents the collection of data of the disciplines with geological content and synthesis of interviews with experts. Twenty-six answers were obtained from fifty existent courses in the state in 2004, when the survey was conducted. Such analysis allows for a panorama of the geological issues transmitted in the courses, beyond the pragmatics approach of the geological disciplines: there is number of hours, the period in which they interfere in the course, the number of students, the distribution of the content in these disciplines, the bibliography indicated and a professional profile of the teachers. The interviews were performed with two geologists and two civil engineers considered specialists in the area of Geology of Engineering, due to, among other factors, their experience of more than three or four decades. In fact, three of them had academic experience in teaching Geology in the courses of Geology and Civil Engineering or Architecture and Urbanization. The interviews suggest possible ways to choose geological themes to be approached in the courses of Civil Engineering. In the interviews the presence of the two aspects highlighted in the bibliography, as a concern demonstrated by all specialists about the interventions in the Nature caused by Civil Engineering, and also as a possibility to promote interactions between geological disciplines and several applied disciplines of Engineering, starting from the geological content. Finally, convergences and divergences are identified among the interpretation of the interviews, the results of the analysis of the disciplines with geological content and the aspects detected in the bibliographical revision. Civil Engineering courses do not emphasize the importance of geological issues. What is taught is not enough for experts that believe in teaching General Geology with Applied Geology. The latter is almost non-existent, although suggested by specialists. The suggestion is under debate by professionals, technical-science and undergraduate Institution authorities in attempt to improve the teaching of Geology in Civil Engineering Courses<br>Mestrado<br>Mestre em Ensino e Historia de Ciencias da Terra
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Тарапата, А. М., та В. В. Шило. "Особливості використання електронних освітніх ресурсів під час вивчення дисциплін інженерної спрямованості". Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31250.
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Відмітною особливістю інженерної освіти є те, що студенти протягом усього процесу навчання працюють із графічними матеріалами. У багатьох випадках такі матеріали є вихідними для прийняття проектних рішень й одночасно результатом їх прийняття. Тому електронні освітні ресурсі для вивчення дисциплін інженерної спрямованості, як правило, містять велику кількість ілюстрацій у вигляді різного роду малюнків, схем, креслень, моделей, об'єктів віртуальної реальності й т. д.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/31250
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Morais, Suelen C. F. "Estudo de concepções educacionais, no processo ensino e aprendizagem entre alunos e professores, em uma disciplina do curso de engenharia de produção. /." Guaratinguetá, 2019. http://hdl.handle.net/11449/181601.
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Orientador: Rubens Alves Dias<br>Resumo: Esta pesquisa aborda aspectos sobre os estilos de aprendizagem e o ambiente de estudo no processo de ensino e aprendizagem entre alunos e professores do curso de engenharia de produção, especificamente da disciplina estatística, de quatro instituições universitárias brasileiras. A presente pesquisa objetivou mensurar em quais aspectos se diferem as percepções entre alunos e professores referente ao ambiente de estudo e auxiliar os professores de engenharia no desenvolvimento desse ambiente e principalmente no processo de ensino e aprendizagem. Em sua metodologia, utilizou-se três questionários sendo eles: o questionário denominado Índice de Estilos de Aprendizagem (ILS) e dois questionários denominado Inventário sobre a Percepção do Ambiente de Estudo nas versões IPSE e o IPSE-T. Para verificar a confiabilidade dos questionários, calculou-se o coeficiente alfa de Cronbach, bem como o valor de p da análise de variância (ANOVA) para comparar as médias amostrais dos diferentes grupos. Identificados os perfis dos alunos por meio do ILS, as percepções dos alunos e professores sobre o ambiente de estudo, respectivamente por meio do IPSE e IPSE-T, a pesquisa resulta na aplicação das diretrizes teóricas baseadas em Vygotsky direcionadas ao perfil desses alunos e ao desenvolvimento do ambiente de estudo para o processo de ensino e aprendizagem.<br>Abstract: This research deals with aspects about learning styles and the study environment in the teaching and learning process between students and teachers of the production engineering course, specifically the statistical discipline, of four Brazilian university institutions. The present research aimed to measure in which aspects the perceptions between students and teachers regarding the study environment differ and help the teachers of engineering in the development of this environment and especially in the process of teaching and learning. In their methodology, three questionnaires were used: the questionnaire called the Learning Styles Index (ILS) and two questionnaires called the Inventory on Perception of the Study Environment in IPSE and IPSE-T versions. To verify the reliability of the questionnaires, the Cronbach alpha coefficient was calculated as well as the p-value of the analysis of variance (ANOVA) to compare the sample means of the different groups. Identifying the profiles of the students through ILS, the students 'and teachers' perceptions about the study environment, respectively through IPSE and IPSE-T, the research results in the application of the theoretical guidelines based on Vygotsky aimed at the profile of these students and the development of the study environment for the teaching and learning process<br>Mestre
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Araujo, Elenise Maria de. "Design instrucional de uma disciplina de pós-graduação em Engenharia de Produção: uma proposta baseada em estratégias de aprendizagem colaborativa em ambiente virtual." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-20102009-170644/.
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Diante do crescente desenvolvimento da tecnologia da informação e da comunicação, o sistema educacional vem gradualmente modificando as estratégias de ensino-aprendizagem, adaptando para tanto, os tradicionais procedimentos e técnicas didáticas aos instrumentos tecnológicos fornecidos pelos ambientes virtuais de aprendizagem. O processo de avaliação e acompanhamento da aprendizagem nestes ambientes requer o uso de novas estratégias de ensino que congregue os recursos tecnológicos e a intervenção positiva do professor/tutor. Propõe-se um modelo de design instrucional estendido do \"Integrative Learning Design Framework On-line\" (ILDF) sob o enfoque da taxonomia dos objetivos educacionais de Bloom e do ciclo de aprendizagem vivencial de Kolb adaptado por Belhot para uma disciplina de pós-graduação em Engenharia de Produção. Este modelo foi implementado e avaliado na disciplina \"Metodologia de Pesquisa para Engenharia\" oferecida no primeiro semestre de 2008 para 14 alunos de pós-graduação de Engenharia de Produção e envolveu o planejamento, elaboração e disposição do material didático e de atividades orientadas no ambiente virtual de aprendizagem - Moodle. Sugere-se um protocolo de organização de estratégias dialógicas como os fóruns de discussões on-line e uma rubrica avaliativa sobre a qualidade, quantidade, relevância, forma das mensagens e dos níveis de conhecimento cognitivo dos alunos para a construção do conhecimento colaborativo. Os resultados revelam que, as estratégias dialógicas e exploratórias adotadas, promoveram a evolução dos alunos com relação aos níveis de desenvolvimento cognitivo e da aprendizagem vivencial e contribuíram para a construção do conhecimento de forma colaborativa e significativa.<br>Faced with increasing development of information technology and communication, the educational system is gradually changing the teaching-learning strategies, adapting to both the traditional procedures and techniques for teaching technologica tools provided by the virtual environment of learning. The evaluation process and monitoring of learning in this environment require the use of new teaching strategies for bringing together the technological resources and positive intervention of the teacher/tutor. The present work proposes a model of instructional design extended from the \"Integrative Learning Design Framework On-line\" (ILDF) under the focus of the taxonomy of educational objectives of Bloom and the Kolb´s cycle of experiential learning adapted by Belhot to a discipline of Production Engineering postgraduate program. This model was implemented and assessed during the course \"Research Methodology for Engineering\" offered in the first half of 2008 to 14 postgraduate students of Production Engineering and it involved the planning, preparation and disposal of teaching material and activities geared to virtual environment of learning - Moodle. It is suggested a protocol for organizing dialogical strategies as forums for discussions on-line and a evaluative rubric about quality, quantity, relevance, and the message structures, and the levels of cognitive knowledge of the students for the construction of collaborative knowledge. The results show that the dialogical and exploratory strategies adopted, have contributed to the progress of students with respect to the levels of cognitive development and the experiential learning and they have also contributed to the construction of knowledge in a collaborative and significant way.
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Jedyn, Gregório. "Ensino de ciências do ambiente para o bacharelado em engenharia elétrica: reformulação dos conteúdos da disciplina na UTFPR Campus Curitiba." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2808.
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Acompanha produto: Ensino de ciências...<br>A Educação Ambiental é fundamental para criar um novo modelo de comportamento humano em relação ao ambiente e à natureza e a escola poderá ser o ambiente ideal para promover esta Educação. Embora muitas escolas tratem deste tema através de diversos projetos, nem sempre conseguem alcançar os objetivos pretendidos. A importância da Educação Ambiental para o desenvolvimento sustentável e o papel do engenheiro como agente transformador do meio foi determinante para que o Conselho Nacional de Educação através da resolução CNE/CES 11, de 11 de março de 2002, que institui as Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia em seu Art. 6º, § 1º, incluísse a disciplina de Ciências do Ambiente no núcleo de conteúdos básicos dos cursos de Engenharia. Porém, como nos demais níveis de educação formal, nem sempre o resultado atende à proposta da disciplina e ao projeto pedagógico do curso. Com o propósito de contribuir para a mudança desta realidade, foi realizada esta pesquisa. Este estudo parte de uma pesquisa qualitativa que utilizou análise documental do projeto pedagógico do curso de bacharelado em Engenharia Elétrica na UTFPR, campus Curitiba. A análise concentrou-se nos objetivos do curso, competências, atitudes e habilidades e perfil profissional do egresso e nas ementas das disciplinas de Ciências Ambientais que compõem a grade curricular. A partir desta identificação definiram-se os assuntos propostos para a reformulação da ementa e do conteúdo programático da disciplina de Ciências do Ambiente, que constitui o objetivo desta pesquisa e o produto desta dissertação. Os dados coletados foram submetidos à análise de conteúdo com base nos seguintes aspectos: Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia, A Educação Ambiental no contexto universitário e as Diretrizes Curriculares Nacionais para a Educação Ambiental – DCNEA, no ensino superior. Dentre os principais resultados deste estudo pode-se inferir que a reformulação da ementa e dos conteúdos programáticos da disciplina de Ciências do Ambiente presente na grade curricular do projeto pedagógico do curso (PPC), pode contribuir com a ambientalização curricular e com a sensibilização do futuro profissional de engenharia elétrica para a responsabilidade socioambiental.<br>Environmental Education is fundamental to create a new model of human behavior regarding to the environment and nature and school could be the ideal environment to promote this education. Although many schools address this issue through a variety of projects, they are not always able to achieve their intended goals. The importance of Environmental Education for sustainable development and the role of the engineer as a transforming agent of the environment was decisive for the National Education Council, through resolution CNE/CES 11 of March 11, 2002, that establishes National Curricular Guidelines for the Engineering Graduate Course in its Art. 6º, § 1º, to include the course of Environmental Sciences in the nucleus of basic contents of the engineering graduate courses. However, as in the other levels of formal education, the result does not always meet the course proposal and the pedagogical program of the course. In order to contribute to the change of this reality, this research was carried out. This study is based on a qualitative research that used a documentary analysis of the pedagogical program of the bachelor's degree course in Electrical Engineering at UTFPR, campus Curitiba. The analysis focused on the objectives of the course, competencies, attitudes and abilities and professional profile of the egress student and in the programs of the Environmental Sciences courses that compose the curricular grid. From this identification were defined the proposed subjects for the reformulation of the programs of the course of Environmental Sciences, which is the product of this dissertation. The collected data were submitted to content analysis that was based on the following aspects: National Curricular Guidelines of the Engineering Undergraduate Courses, Environmental Education inside the university context and the National Curricular Guidelines for Environmental Education - NCGEE, in higher education. Among the main results of this study it can be inferred that the reformulation of the program and the contents of the Environmental Sciences course present in the curricular grid of the pedagogical project of the course (PPC), can contribute to the curricular environmentalization and the sensitization of the future electrical engineering professional to the socioenvironmental responsibility.
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Bradley, Karin. "Just Environments : Politicising Sustainable Urban Development." Doctoral thesis, Stockholm : Skolan för arkitektur och samhällsbyggnad, Kungliga Tekniska högskolan, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-10130.
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Granda, Dihigo Ailec. "Modelo didáctico para el uso de comunidades virtuales en el proceso de enseñanza aprendizaje de la Disciplina Ingeniería y Gestión de Software en la Universidad de las Ciencias Informáticas." Doctoral thesis, Universitat de les Illes Balears, 2013. http://hdl.handle.net/10803/127226.
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La presente tesis doctoral apoya el desarrollo del proceso de enseñanza-aprendizaje de la Disciplina Ingeniería y Gestión de Software en la Universidad de las Ciencias Informáticas, mediante el diseño de un modelo didáctico que, sustentado en el uso de comunidades virtuales, tribute al desarrollo del trabajo en equipo en los estudiantes de dicha disciplina. Se desarrolló un procedimiento metodológico compuesto por un diagnóstico inicial para determinar la necesidad de potenciar el desarrollo de la Disciplina IGSW a través de la utilización de plataformas virtuales, y por la valoración de los usuarios de la comunidad, a partir de su grado de satisfacción e impacto logrado en la institución. La metodología propuesta para la estrategia didáctica y la comunidad desarrollada, se basó en el modelo de diseño instruccional ADDIE. El prototipo implementado garantiza el trabajo colaborativo y la gestión del conocimiento asociado a la Ingeniería de Software en la Universidad.<br>La present tesi doctoral recolça el desenvolupament del procés d´ensenyament-aprenentatge de la Disciplina Enginyeria i Gestió del Software a la Universitat de Ciències Informàtiques, mitjançant el disseny d'un model didàctic que, sustentat en l´ús de comunitats virtuals, contribueixi al desenvolupament del treball en equip dels estudiants d'aquesta disciplina. Es desenvolupà un procés metodològic compost per un diagnòstic inicial per determinar la necessitat de potenciar el desenvolupament de la Disciplina IGSW mitjançant la utilització de plataformes virtuals, i per la valoració dels usuaris de la comunitat, a partir del seu grau de satisfacció i l'impacte aconseguit a la intstitució. La metodologia proposada per l'estratègia didàctica i la comunitat desenvolupada, es basà en el model de disseny instruccional ADDIE. El prototip implementat garantitza el treball col•laboratiu i la gestió del coneixement associat a l'Enginyeria de Software a la Universitat.<br>This doctoral thesis paper supports the development of the teaching-learning process of the Subject Software Engineering and Management at the University of Informatics Sciences, through the design of a didactic model which, being supported by the use of virtual communities, could foster the development of team work among the students of that subject at this University. Developed a methodological procedure consisting of an initial diagnosis to determine the need to foster the development of the subject Software Engineering and Management through the use of virtual platforms, as well as the community users´ assessment from their degree of satisfaction and impact achieved in the institution. The methodology proposed for the didactic strategy and the community development was based on the instructional design model ADDIE. The implemented prototype provides key components to ensure collaborative work and knowledge management associated to the Software Engineering at the university.
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ISLAM, MOHAMMAD SAIFUL. "Reconfigurable RF and Wireless Architectures Using Ultra-Stable Micro- and Nano-Electromechanical Oscillators: Emerging Devices, Circuits, and Systems." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1582167898995604.
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